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Article Title:
RELEVANCE OF SOUTHWESTERN NIGERIAN UNIVERSITIES PHYSICS TEACHER EDUCATION CURRICULA TO SENIOR SECONDARY PHYSICS FOR SUSTAINABLE DEVELOPMENT
| Abstract: This study was carried out to examine the relevance of Physics teacher education curricula in Southwestern Nigeria universities to senior secondary school curriculum, with the goal of establishing if the design meets the needs of secondary school education. The study adopted the descriptive survey research design and Physics teacher education curricula (PTEC) used in the nine universities housing the programme. The instrument titled Physics Teacher-Education Curriculum Structural Adequacy and a Checklist (CSRAC) were used to elicit information for the study. Data were analysed using descriptive statistics of percentages. Major findings showed that out of fifty-five Physics topics in the five themes of the secondary school Physics curriculum, A, B, D, E, I, C, F, H and G were all relevant with the percentage frequency of ( 60% and above). The organisational structures of Physics teacher education curricula in southwestern Nigerian universities to secondary school Physics curriculum, universities A, C and D were relevant (<60% and above). The result also showed that only mechanics 22(26.5%) out of the seven branches of Physics listed in secondary school Physics appeared in PTEC, followed by laboratory skills with 17(20.5%), while heat, waves and sound, and electricity and Magnetism were equally at 11(13.3%) each. |
| Keywords: Syntactical Structure, Substantive Structure, Physics Curriculum Structure, Sustainable Development, Human Development, Environment |
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